ABSTRACT This article is based on an extensive study of teaching-learning processes in special educational settings organised for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). There is a general assumption that children’s learning will be supported through placement in a special class with few students and one or more teachers present. The issues explored concern what educational practices unfold in these settings, i.e. what are the children learning, and how do they participate in the activities? The empirical study is based on video-recorded classroom interaction in eight ADHD-classes during a period of seven years, in total about 200 h. The results show that the interactional format dominating is characterised by one teacher instructing one child at a time. These situations usually seem to follow the well-known Initiative-Response-Feedback (I-R-F) structure. The contributions from the children are generally minimal, and there is no indication that the student’s role in such dyads is more active. Thus, there is little evidence that children’s learning will improve and that they become more focussed and assume a more participatory role in the interactional formats offered in special classes. Also, it is not obvious how experiences of this kind will prepare children for a return to regular classroom or develop towards becoming active citizens.

中文翻译：

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特殊教育环境中的教与学：诊断儿童的代理

摘要 本文基于对为被诊断患有注意力缺陷多动障碍 (ADHD) 的儿童组织的特殊教育环境中的教学过程的广泛研究。有一个普遍的假设是，将通过安排在只有少数学生和一名或多名教师在场的特殊班级来支持儿童的学习。所探讨的问题涉及在这些环境中展开哪些教育实践，即儿童在学习什么，以及他们如何参与这些活动？实证研究基于 7 年期间 8 个 ADHD 班级的视频录制课堂互动，总共约 200 小时。结果表明，互动形式占主导地位的特点是一名教师一次指导一名儿童。这些情况通常似乎遵循众所周知的主动-响应-反馈 (IRF) 结构。孩子们的贡献通常很小，没有迹象表明学生在这种二人组中的角色更活跃。因此，几乎没有证据表明儿童的学习会有所改善，他们会变得更加专注，并在特殊课程中提供的互动形式中承担更多参与性的角色。此外，这种经历如何让孩子们为重返正常课堂或成为积极的公民做好准备也不是很明显。几乎没有证据表明儿童的学习会有所改善，他们会变得更加专注，并在特殊课程中提供的互动形式中承担更多参与的角色。此外，这种经历如何让孩子们为重返正常课堂或成为积极的公民做好准备也不是很明显。几乎没有证据表明儿童的学习会有所改善，他们会变得更加专注，并在特殊课程中提供的互动形式中承担更多参与的角色。此外，这种经历如何让孩子们为重返正常课堂或成为积极的公民做好准备也不是很明显。